Formação de professores dos cursos de Educação Física e Pedagogia: um vir a ser inclusivo?

Abstract

Assuming that the process of school inclusion is a constant search for disseminating practices that are inclusive, it is necessary to study how it is the initial teacher in support of this process. To this end, urges the structuring of training based on the construction of a teacher with inclusiveness and reflective as a way to rebuild their own pedagogical practice before the reality of students with special educational needs (SEN). In this sense, this study is the intention of examining how the discipline structure of Special Education courses in Physical Education and Pedagogy at the Faculty of Education at the Federal University of Grande Gold (FAED / UFGD). With a documentary analysis of the Pedagogical Project Course (PPC) and the students as protagonists who have made this discipline in their courses. This is a study of epistemological phenomenological (GAMBOA, 2008), with a survey of descriptive character (Gil, 2002) and use of documentary research (CERLLARD, 2008). With regard to data collection, the questionnaire was applied in three classes: a class rider and the two aforementioned classes with a total of seventeen questions, among them thirteen closed questions with yes and no answers, with an option to fourteen mandatory and optional two multiple choice questions and open seventeen. Regarding the documentary research, survey the FAED / UFGD focused on the curricular courses in Physical Education and Pedagogy. The results showed a process of inclusion in higher education with an advance towards the understanding of inclusive education as well as contemplate the prospect of students with SEN in mainstream education. However, some weaknesses with regard to the embodiment of this process into practice, intended to promote inclusive practice within the teaching practice. Furthermore, it appears that the courses analyzed lack an interdisciplinary discipline that Special Education assumes the role of mediator in the process of school inclusion. We conclude that there is a confusion of discourses and practices that are inclusive in the field of higher education which, in turn, results in not achieving cultures of inclusion to promote the process of inclusion of pupils with SEN. Therefore, it needs to be rethought the mediation role of the discipline of Special Education as the protagonist of school inclusion and how the heart of a movement that allows the inclusion of other disciplines in this process.